Soumi answered on
May 18 2020
Name: Student Number: English, Education and Pedagogy
TEACHING ENGLISH INTERNATIONALLY – ASSESSMENT TASK 2
ENGLISH, EDUCATION AND PEDAGOGY
Table of Contents
Establishing own perspective and position 3
Teaching context 4
Pedagogical decisions 5
Values, dispositions and morals being transfe
ed as well as developed in the students 5
Expected types of citizens I would want them to become 6
Informing the best for the group of students whom I am encountering 6
Rationalising my pedagogy 6
Actions I take in the English language classroom to indicate the students about my underlying messages of my philosophy, values, perspectives, morals and position, along with enacting my beliefs through my daily activities in classroom 7
Teaching is a respectful and noble profession that imparts knowledge to the students as well as helps to construct their morals in order to carve responsible citizens out of them. This indicates that imparting education is not merely a theoretical concept implicated in the practical teaching activities, but also an attempt to develop the students for better ones. These lead the teacher to transfer the values, characters and morals they possess into the learner, they are entrusted with. The present essay is my reflection upon the impartation of my values into my students for providing them with better lives, with the help of teaching English language. The role of English has been thoroughly analysed here.
Establishing own perspective and position
In my previous teaching experience, personally, I prefe
ed teaching in English more to teaching in any other language. I was previously more comfortable in using English as my medium of communication, impartation of messages and teaching in the schools, without being concerned for the comfort of my students in terms of the language, they would be more accustomed with. However, my perspectives have changed drastically since I joined in the international school in Australia; where there are students belonging to a huge spectrum of linguistic backgrounds that, I have never even imagined to have existed in Australia especially, where more than 80% people speak in English.
Drawing an idea from the reports in this context, it can be identified that in Australia, only about 20% of the entire population speak other languages such as Greek, German, French as well as some native languages of the Aboriginals and To
es Strait, which were not known to most of the students (Web Archive, 2017). Besides, the school also provides education to a large number of students from other countries such as India, China, Indonesia, Japan and Brazil, who are not quite accustomed in speaking in English. Although people from India and Indonesia are well equipped with the spoken skills of English, however, their accents are not in accordance with the comprehension of the native people of Australia.
Hence, it was very important for me to think from their perspective and change my perceptions in order to accept their linguistic backgrounds on a
oader level of understanding. Thus, in order to create a positive impact in their lives, I have presently, been able to understand that education is for all, i
espective of the medium, in which it is being imparted. Hence, as suggested by Hardy and Woodcock (2015), achieving education is the basic right of every learner, without the medium of education, posing a threat to their learning. However, as argued by Ca
accio et al. (2016), since the majority of the population of Australia speak in Australian English, and it being the official language of the country, therefore, for conducting all official activities and functions, the people, living in Australia must be aware of this language.
Hence, I could reflect that my view was a legitimate one and evaluated that if I do not think from a
oader perspective for the common good, I would not be able to make the student of my school aware of the language that they need to develop an expertise in. Moreover, I would also be able to make them ready to face the challenges of their lives that their knowledge of the official language of Australia would support in them. Hence, if the required steps and strategies for teaching English are not executed immediately, the students might be lagging behind the other ones, who are well versed in English (Jogie, 2017). Therefore, for a national skills upgradation, overall knowledge gaining is important.
The teaching context, where I am cu
ently employed in, is an international level school in Melbourne, Australia, where students from all over the world come to study together with the local people of the country. As stated by Downes and Roberts (2017), international schools foster unity amongst the people on a global level, which is why students, i
espective of their countries or ethnical origin, are made to study together in a common set-up and following a common cu
iculum. Therefore, the discourses such educational organisational set-up following in terms of English are to be connect the micro world of the students to the macro world in the global context.
In other words, it can be said that the international schools believe in the association of the international politics to the teaching politics on the grounds of...